Percebendo diferenças no ensino e na aprendizagem de técnicas de dança contemporânea
DOI:
https://doi.org/10.22456/1982-8918.2866Keywords:
Somatics. Contemporary dance teaching. Constructivism.Abstract
The purpose of this article is to discuss dancer ’s perceptions of the integration of somatic education and contemporary dance technique from a constructivist perspective. The study examined eight professional and pre-professional dancers’ experiences of Feldenkrais Awareness Through Movement® lessons, integrated within a daily contemporary dance technique class. Dancers’ perceptions of experiences over five days of classes were gathered through participant observation, group discussions, journal entries and individual interviews. A constructivist position informed the researchers interpretation of dancers’ experiences which were examined through thematic analysis. Results are discussed in relation to somatic ways of knowing and constructivist pedagogy.Downloads
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